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dc.contributor.authorHunter, L
dc.contributor.authorLean, J
dc.date.accessioned2018-03-07T14:43:18Z
dc.date.available2018-03-07T14:43:18Z
dc.date.issued2018-08-13
dc.identifier.issn1462-6004
dc.identifier.issn1758-7840
dc.identifier.urihttp://hdl.handle.net/10026.1/11003
dc.description.abstract

Purpose: Drawing on entrepreneurship as a social process, the purpose of this paper is to proposes a model of entrepreneurial learning where contextual social and economic structures gain relevance through experiential learning. Concrete experience underpins the emotions, values and interests that support the cognitive and conative processes required to develop an entrepreneurial mind-set. Empirical study undertaken in Kenya and Tanzania explores perceptions of entrepreneurship education (EE) and identify approaches to a social perspective of entrepreneurial learning that is applicable. Design/methodology/approach: The study uses a multi-phase approach consisting of desk research, semi-structured interview and a participatory workshop. Entrepreneurship programmes in 18 universities are benchmarked against accepted standards and 68 participants are purposively selected within key stakeholders for the semi-structured interviews and participatory workshop. Findings: The findings indicate that entrepreneurship as a value creation process is a shared assertion but the social context informs a construct of learning outcomes, and specifically what characterises an entrepreneur. Entrepreneurial learning is multi-layered and its provision necessitates an engagement with the social context in order to gain relevance for the learners. The learning content should enable learners to develop an understanding of the world alongside knowledge of entrepreneurship. Learning tools should be flexible and action-based, to achieve learning for entrepreneurship as opposed to learning about the phenomenon of entrepreneurship. Ultimately, the value creation process can only happen when learning supports the individual and collective capabilities to transform the social context. Particularly in Kenya and Tanzania, meeting job creation and growth aspirations will require the providers such as universities to work closely with businesses of all sizes, including the informal sector, and the use of innovative learning techniques such as local languages where applicable. These findings have policy and practice implications for HEIs and policy-makers in curriculum design and inclusive learning methods. Research limitations/implications: The study comes short on entrepreneurial orientation and its impact on learning outcomes. Further investigation could establish if necessity entrepreneurs differ from opportunity entrepreneurs in the way they learn, so that national policy and curriculum can respond accordingly. With high levels of unemployment in countries such as Kenya and Tanzania, entrepreneurship often presents the only choice for employment or a paid job. Practical implications: The study findings indicate the need for educators to develop learning approaches that are informed by the contextual realities of the learners. Policy-makers should also foster the development of curriculum informed by contextual realities, so that learners can make sense of their entrepreneurial world. Social implications: Through the adoption of action learning as essential for the process of creation and transformation, the study makes the case for individual motivations in exploring the realities of the local context. Originality/value: The study contributes to a deeper understanding of EE from a social context, and proposes a model of entrepreneurial learning which could benefit learners and the community. The informal sector is brought to light as a significant actor in entrepreneurial learning and a considerable source of new knowledge.

dc.format.extent609-627
dc.languageen
dc.language.isoen
dc.publisherEmerald
dc.subjectEntrepreneurship education
dc.subjectLearning outcomes
dc.subjectEntrepreneurial learning
dc.subjectSocial context
dc.titleEntrepreneurship Education and Entrepreneurial Learning from a social context perspective: Evidence from Kenya and Tanzania
dc.typejournal-article
dc.typeArticle
plymouth.issue4
plymouth.volume25
plymouth.publisher-urlhttp://dx.doi.org/10.1108/jsbed-02-2017-0075
plymouth.publication-statusPublished
plymouth.journalJournal of Small Business and Enterprise Development
dc.identifier.doi10.1108/JSBED-02-2017-0075
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Business School
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA17 Business and Management Studies
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA17 Business and Management Studies/UoA17 Business and Management Studies MANUAL
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2018-01-05
dc.identifier.eissn1758-7840
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1108/JSBED-02-2017-0075
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


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